Critically discuss some of the hermeneutical principles that are used Essay

Critically discuss some of the hermeneutical principles that are used to interpret the Bible from a liberationist perspective - Essay Example as written by human authors in the words of God under the ‘inspiration’ of the Holy Spirit.4 Thus, the church regarded the Bible a sacred writing – the Holy Scripture, â€Å"a pillar of stone†5 from which all its teachings are derived. However, different interpretations of the Bible abound, subjecting it to controversy that penetrates through its infallibility, the godliness of God, and the correctness of the doctrines of the church, sowing division in Christian faith rather than unification, spreading confusion rather than understanding. Although on positive note, it also expounds and deepens the believer’s understanding of the Bible and his/her relationship with his Creator. Yet, against these various hermeneutics, it should be considered that the Bible or the Holy Scripture could not just be interpreted in any which way one wish, because it is God’s words whose doctrines must be grasped by objectively studying its texts,6 as these used figurative languages in a time unique in itself, yet universal in influence. Moreover, as the Bible is the story of God’s profound love to humankind, â€Å"the authority of the Bible should be understood in the context of God’s relationships to all Go d’s people(s) -- the church and the world.†7 In this way, the Bible could offer a way as to how the present people’s sufferings could be overcome through a life of faith and social commitment.8 Thus, liberationist biblical critics propose that biblical hermeneutic has to accentuate three issues of utmost importance: â€Å"the demythologisation of the biblical authority, the demystification of the use of the Bible, and the construction of new models of interpretation of the Bible.†9 Firstly, to demythologise the biblical authority is to investigate â€Å"the world of text†10, as to how the existing socio-politico-economic and cultural power-dynamics in the ancient imperial worlds ruled by the colonial empires of Assyria, Babylonia, Persia, Greece and Rome immensely

British History Essay Example | Topics and Well Written Essays - 1250 words - 2

British History - Essay Example The Seven Years’ War forced Britain to change its colonial policies in ways that helped drive the colonists to revolution. For the British, part of the significance of the Seven Years’ War is Britain’s emergence as the uncontested imperial leader in the New World. France and Britain had dueled for years as their empires expanded and collided. Armed conflict had been intermittent for decades. France gave its best effort against the might of the British, winning many battles and adopting successful alliances with Native American fighters, who offered support on the field and tutelage in woodland fighting techniques.1 When William Pitt reignited the British army, he also persuaded the Iroquois to ally with him and reduced the French advantage. The British whittled away at the French, then struck a terrific blow at the Plains of Abraham in Quebec in 1759, surprising the French and winning a short but awful battle. The French army would need years to heal after subsequent beatings on the battlefield left Britain victorious.2 Now, Great Britain had additional duties as a colonizer. As a result of the Treaty of Paris 1763, the French ceded land east of the Mississippi River to Great Britain. With larger land area to administrate, govern, protect, and defend, Britain placed additional strain on an already swollen fiscal budget. It would naturally expect the colonists, as British subjects to pay a proportionately higher amount of taxes to finance the new services.3 Victory in the Seven Years’ War impacted Britain’s attitude about how to treat opponents. It had not started winning the war until William Pitt began to use his bold, energetic, highly confident style to get results. Having sufficiently deposed the French with the heavy hand of its military, it now figured it could do the same to any colonists who were foolish enough to raise arms against

Ancient Civilizations in China: History and Culture

Ancient Civilizations in China: History and Culture Ancient China is Located in Asia. It has the oldest surviving civilization in the world. Most people talk about other civilizations, such as; Egypt, or Rome. Ancient China has a very interesting history. In Ancient China, they had a total of 11 dynasties. No one is sure of when exactly it began, but roughly from 4000-5000 years. The aspects this essay will focus on are education, social classes, and art and architecture. Agriculture in China was is part of social classes, everyone- except the royal families- has jobs to do, and most people are farmers and silk makers, or have any other hard working job. In ancient China, there is lots of different architecture, and they are all based on their history and their rulers. In China the roofs of most buildings, were curved. It was not just because of structural use, but it had a symbolic significance. And by being tiled, it shows as a sign of wealth. And the reason they are curved is because they protected the inhabitants from evil spirits, which were believed to travel in straight lines. In China a buildings roof was normally put up before the walls. It was supported on purlins (horizontal beams) and crossbeams resting on columns rather than on triangular roof tresses. The walls which were made of wooden panels or brick were filled in later and were not load-bearing to any large extent. This system gave Chinese architects freedom to think about different silhouettes for their buildings. Another thing that is created in China, is silk. Silk is made from silk worms. You must unravel, spin and weave their cocoons. You must first take the cocoon of the silk worms, and then connect it to the machine that pulls the silk of the cocoon by a thread. Then once the silk is all off the cocoon (its still wet), they take all the wool together and put it on a curved metal rod, which stretches the wool, also they leave it to dry there. Then they have some people hold all sides of it and stretch it out till it is roughly the size of a single bed. And then they cover it. The more advanced the cocoon is, the thicker the silk is. This could be the job of many farmers. I think ancient Chinas art and architecture is always something to do with their beliefs or rulers. Social classes were very important in ancient China, The Chinese believed that strict social groups and people should behave according to their social position.  This belief that strict social groups and people should behave according to their social position, was proven by Confucius, a Chinese philosopher. Under the emperor, there were four social classes in China. The four classes were nobles officials, peasants, artisans and merchants.   The emperor and his family were the top class in China. Emperors believed that they were chosen by heaven and therefore didnt need to obey humans. An emperor expected his subjects to be loyal and obedient. The noble class in ancient China was very privileged. Nobles were usually the extended family of the emperor and empress and those people that excelled in their fields, mostly in the military. The status of nobles, however, changed often depending on who gained or fell out of favor with the emperor. When a new emperor came to power, it was common for him to favor a new set of nobles. They often became land owners so they could collect taxes from the people who lived on their land, which made them richer. If the nobles gave some of their income to the emperor, they would receive privileges and were afforded some protection in return. If nobles committed a crime that would result in them being sentenced to death, the emperor could grant them a special favor that would allow them to commit suicide, which they considered a much more honorable death. Officials were another group that had high social status in ancient China. Boys whose families could afford to send them to school began their education at an early age to become officials and were prepared to pass a difficult exam. If they didnt pass, they were usually still able to find jobs since they were considered well educated. Officials were arranged in ranks. The two most senior officials acted as advisers to the emperor. Most officials lived very comfortably and were well-respected because of their position and education. Peasants Even though peasant farmers in ancient China were one of the lowest social classes, they were still considered important because they produced the food for the rest of the society. Most peasants were very poor and led simple lives. They worked very hard and hardly ever had a day off. Peasant men worked in the fields and had to tolerate harsh conditions. They worked through the burning heat of summer and the extreme cold of winter. The harsh conditions could also spoil their crops and land, which has consumed most of their time. If the crops were spoilt, poor families had very little to survive on during the winter. If women wove and sewed cloth, they could help provide clothes for their families and they could sell any excess items to earn more money. Even the poorest peasants had to pay taxes, even if their crops were not successful. This left many families, during the winter months, with little to eat.   Artisans were part of the normal class and included painters, carpenters, potters and jewelry makers. Artisans made more than farmers but less than the merchants. They didnt have a good social status but they were respected for their skills. Metalworkers became very important during the Han period. Metalworkers produced weapons and many useful everyday objects, like cooking pots. Weavers worked with silk, which was very valuable. The merchant class included traders, animal breeders and money loaners. Merchants were thought of as the lowest social class in ancient China. Even though they have a low social status, some merchants became very rich and lived in luxury. .During the Han dynasty, some merchants became so rich that they might have been a threat to the emperor and the nobles. The richest merchants attained their wealth by investing money in land and properties. Several merchants, though, were not as wealthy. In order to limit their wealth, merchants had certain restrictions placed on them. Such restrictions included paying heavy taxes and being sent away to join the army. Slaves had existed in ancient China, but they made a very small percentage of the population. Some slaves were relatives of criminals while other sold themselves or their children as slaves if they were very poor. Ancient China appears to be very serious about social classes. In fact, I think everybodys lives ruled around their class. Most of the children in ancient China never got a chance to go to school at all. They had to work hard in the fields, feeding the  animals, weeding the vegetables, planting  rice, or taking care of their  little brothers or sisters. But if you were a boy, and your father could have spared you from the fields, he would send you to school. Beginning in the  Han Dynasty, many schools used to be free, and the emperor paid for their fees. If there were no schools in your village, you might have had to go live with relatives or with strangers in another bigger town. Boys would normally start school when they were six years old. Primary schools were very small, and only had one teacher for the whole school. There was one chair for the teacher, but all the boys had to sit on stools. You were supposed to go to school every day, without weekends, from 6:00 in the morning until about 4:00 in the afternoon. They didnt have math lessons, or science. You learned how to  read and write, a nd then you memorized many pages of  Confucian philosophy  and learned how to write essays and poetry, and how to  paint pictures. Then, you stayed at this school until you were sixteen or seventeen, which is when you are ready for the first examinations. Education in China was quite important, since it was what their futures depended on. If they were not educated, they would most likely work at farms, or work for others in a low social state (if they were not rich). When they are educated, it gave the people a chance at having a better life. Maybe they would be assisting the royal families, and not as a slave. They could be advisors, or maybe even teachers. I think they needed education quite a lot, in order to be anything big in life. I think ancient China is very interesting and complicated. I think the past was quite hard as it seems most people, if they are not rich or dont have any royal relations, dont get any special treatment, in fact, they barely get and good treatment at all. They had seemed to have lead interesting lives and have various beliefs. Their civilization lasted for a very long time, and they have a very developed society ever since it had started. Bibliography Allan, Tony.  Ancient China. New York: Chelsea House, 2007. Print. Allison, Amy.  Life in Ancient China. San Diego, CA: Lucent, 2001. Print. Ancient China Social Classes.  Translation Services | Interpreters | Intercultural Communication | Cross Cultural Training. Web. 17 May 2010. . Chinese Roofs.  Oracle ThinkQuest Library. Web. 4 May 2010. . Eyewitness Travel Guide China.  Dk Pub, 2010. Print. History of Education in China.  Wikipedia, the Free Encyclopedia. Web. 16 May 2010. . History of Silk.  Wikipedia, the Free Encyclopedia. Web. 22 Apr. 2010. . Http://homepage.mac.com/zichi/.Pictures/blogger2/silk-worms.jpg Http://seaholmeps.files.wordpress.com/2009/03/chinese-architecture.jpg Http://www.cntravel.biz/China/ancient-China/confucius.gif Http://www.kavehfarrokh.com/wp-content/uploads/2009/10/terracota-army.jpg http://www.skwirk.com.au/p-c_s-14_u-173_t-471_c-1707/social-hierarchy/nsw/history/ancient-societiesChina/ancient-China:-part-i Shang Chou (Zhou) Dynasties Ancient China for Kids.  Ancient China for Kids Main Index. Web. 2 May 2010. . Ten Laments Technology and Education in Ancient China.  Logoi.com An Educational Site about Cultures, Languages and History. Web. 17 May 2010. .

Separate Peace Essay: Influence of the War on Characters

Influence of the War on Characters Historical events can play an important role in a person's life. In A Separate Peace, the whole atmosphere at the Devon School changed as World War II progressed. The boys either eagerly awaited the draft, enlisted in the area of war they wanted, or did not want to go at all. The students at the school created new activities for enjoyment since the customary past times could not be played due to a lack of materials. When a friend "returns" from the war, the boys at Devon got a real sense of what the war was like. The boys learned that going to war was not all fun and games like they had anticipated. The influence World War II had on the characters in A Separate Peace and on life at the Devon School was clearly depicted through their actions and activities. The beginning of the novel allows the reader to get a feel of what the Devon School was like during that time period. Students of "war age" were constantly leaving Devon to go to the war, either by choice or by draft. Whether kids wanted to go or not, the anticipation was always present. As winter approached the Devon school, so did the encroaching shadow of the war. The boys were called out to help shovel free a troop train trapped by snow-blocked tracks. The experience "brings the war home" for all of them, and they realized they would have to face a crucial decision very soon. Maturity leapt upon them, whether they're ready for it or not, at the tender age of seventeen. The excitement of the war had gotten to everybody at the school, including the staff, and made it a chaotic place. The boys wer... ...as different because of his experience. ****I like how you incorporate quotes from the book into your own thoughts in these sentences: When a friend "returns" from the war, the boys at Devon got a real sense of what the war was like. The boys were called out to help shovel free a troop train trapped by snow-blocked tracks. The experience "brings the war home" for all of them, and they realized they would have to face a crucial decision very soon. ****You need to be consistent with the tenses. To solve the problem you can do one of two things. You can change the tense of the verb in the quotation and enclose it in brackets to show that you changed the tense. (e.g. "return[ed]" "[brought]") Or you can just change the tense of all your discussion to present tense, which is commonly done when discussing books.

Law Factual Summary

Factual Summary Susie is a minor, who choose to meet friends at a park at 1 1 pm, when the city law clearly states that a curfew is enforced for anyone after 1 1 pm in the park. Officer ruthless enforced the law, but and the law also states that a person can ride In back of a camper with no seat belt. Jerry a minor with little to no driving knowledge skills was giving Susie and Kathy a ride. The total time from the Incident to when the truck got In accident was 1 hour and a half, Susie lived a mile from the park.The officer loud of either escorted Susie home thus not causing the Incident, or let her walk. But In the end each person Is entitled to their mistakes. Legal Issues In the case of Susie v City of Elsewhere and Officer Ruthless, Is It negligence In the part of Susie and her friends knowing that they were violating the 1 1 :Mom curfew for being In the park? Was Officer Ruthless also at fault for neglecting the comment that Susie stated to him, â€Å"she only lived a few block s from the park†, and not escorting or letting her go home to prevent the accident?The final questions, I as a Judge would ask, is during the one and half hour time span from when the minors were told to leave the park by Officer Ruthless, What events occurred to make the driver get in an accident? Did the minors partake in illegal activities, I. E. Drinking and driving, or illegal drugs? Was there a toxicology report filed from the scene of the crime? There are many avenues of approach that I as a Judge would need to know such as reports to properly handle and file who is at fault in this case.Without the actual evidence from both sides, it will be unclear to know who is liable and who is not. Legal Concept This case is based on the legal concept of minors breaking the law, which in this matter was the 1 1 :Mom curfew. They had known of this law and yet morally choose not to obey it, and instead of going home as instructed by Officer Ruthless, Susie Marks, and her two friends decided to hang out for another hour and a half, thus resulting in the accident. In the state which this case is filed in, the law states it is k to have a passenger ride in the cab of the truck without a settable.Certain laws need to be revamped since this is clearly now a safe way to transport passengers, especially after midnight, when most accidents tend to occur. Analysis/Conclusion With properly reading the statements from both Susie Marks and Officer Ruthless, It Is clear that even though the Officer had told all the parties involved with Susie to leave, they choose to do other activities not relating to the park. The City of Elsewhere and Officer Ruthless cannot be at fault for the time between 1 1 :MOM and the time of the accident.The officer did his Job by obeying the laws and guidelines and Susie and her friends clearly did what they wanted to and as a result got Involved In the accident. Justice is blind but It Is the duty of each Individual to look out for one another In the Interest of life. Negligence on Susie Marks and her friends' behalf led to the accident. Law Factual Summary By greengrocery's ruthless enforced the law, but and the law also states that a person can ride in back was giving Susie and Kathy a ride.The total time from the incident to when the truck to in accident was 1 hour and a half, Susie lived a mile from the park. The officer could of either escorted Susie home thus not causing the incident, or let her walk, but in the end each person is entitled to their mistakes. Legal Issues In the case of Susie v City of Elsewhere and Officer Ruthless, is it negligence in the part of Susie and her friends knowing that they were violating the 1 1 :Mom curfew for being in the park? Was Officer Ruthless also at fault for neglecting the comment especially after midnight, when most accidents tend to occur.Analysis/Conclusion With properly reading the statements from both Susie Marks and Officer Ruthless, it is clear that even though the Off icer had told all the parties involved with Susie to and Officer Ruthless cannot be at fault for the time between 1 1 :MOM and the time of and her friends clearly did what they wanted to and as a result got involved in the accident. Justice is blind but it is the duty of each individual to look out for one another in the interest of life. Negligence on Susie Marks and her friends' behalf led

Relational Skills Reflection Paper Essay

The purpose of this paper is to allow me, the learner to analyze and reflect on a video created between an actor and themselves. Using my knowledge obtained I was to effectively incorporate trust, respect, honesty and effective communication, as they are key principles in establishing a relationship with a client (RNAO, 2002). During this experience, I encountered an issue that I believe is significant in my development as a nurse. I was placed into a scenario involving a 47 year old patient named John, who was waiting to be discharged after suffering his first heart attack. Finding the patients quietly sitting in a chair watching the floor as I entered the room, I felt the need to be in the moment with him. The issue that seemed significant to pay attention to in this scenario was my patient’s feelings of being overwhelmed by his medical condition and the changes that needed to be made (Appendix A). Sitting within good distance and showing respectable body language showed him respect, while acknowledging he had my full attention was displayed to the patient by making comments such as yes and I understand (Appendix A). Through the use of open-ended questions, I was able to identify what was meaningful and concerning to john. John showed a lot of concern around his ability to care for himself so this doesn’t happen again, and being able to support his family (Appendix A). Knowing his concerns, I was then able to acquire the necessary knowledge needed to participate effectively in our nurse-client relationship (RNAO). This experience has allowed me to develop further in my role as a nurse. My patients comment on how our encounter gave him more encouragement to face his challenges was proof that my communication methods were effective in developing a therapeutic relationship (Appendix A). The opportunity to set aside my own concerns and focusing on the patients, allowed me to be in the moment with the patients. In those moments, the experience helped me become a better nurse as my actions made me feel more confident after each successful encounter. Watching his facial expressions and drawing in his positive responses allowed me to watch him develop confidence in my ability to care and in turn, allowe d me to develop confidence in myself (Appendix A). The significant actors in this experience were the individual playing the part of â€Å"John† and myself, the nurse attending to the patients needs. My role in the scenario was to identify the concerns of the patient and help them to obtain knowledge. Providing  resources for my patient gave him options that were specific to his concerns such as a well balanced diet and proper exercise. The options of meeting with a nutritionist to help make healthy meal choices, and with a physiotherapist to help develop custom exercises to take with him on the road encouraged John to change his routines (Appendix A). Taking note of my patient’s feelings of being overwhelmed by his heart attack, I was able to give him some comfort when offering to find an individual recovering from a heart attack that would be willing to sit down and share their life stories and methods of coping (Appendix A). The patient’s role in this experience was to help create a therapeutic relationship. I first observed my patient with her arms and legs crossed and staring down at the floor with concerned look on his face (Appendix A). Comparing the first image to the end of the scenario showed an individual that was interested in making a change, a smile on his face and as he stated, an â€Å"encouraged† perception of his health (Appendix A). The client was in need of direction and help with making the appropriate changes to ensure a healthy lifestyle after having his heart attack. I was able to provide her with resources such as a nutritionist, physiotherapist and social support to adjust to life changes (Appendix A). While meeting the needs of my patient, I was successful in completing my own personal needs. Coming into the experience with knowledge of possible resources available, the anxiety present upon introduction had disappeared after gaining acceptance from my patient through effective communication. The development of a therapeutic relationship allowed both the pat ient and I to gain from the experience. The patient left feeling encouraged and satisfied, as I felt successful and confident in how I handled the situation (appendix A). Before the taping of the scenario began, I was trying to achieve the perfect scenario while presenting a professional image of a nurse. I acted the way I did due to the lack of experience in the spotlight and I allowed my nerves affect my thought process. This is demonstrated throughout the entire video as I kept returning to the same question â€Å"are there any concerns you have†, and trying to solve the patients problem instead of helping them understand and cope with the emotions that are attached to the experience (Appendix A). My feelings, thoughts and responses during this experience were influenced  by my personal view and the presence of my preceptor placed me in a nervous state to which I became unsure of how to respond properly to my patient’s thoughts. This experience allowed me to feel capable of my skill levels and feel confident as a nurse. Overall this scenario showed perception of my growth through the friendly gestures and facial expressions of the p atient. Anxiety and stress diminish communication, interpersonal effectiveness and empathy within a nurse-patient relationship (Beddoe and Murphy, 2004). Lack the knowledge and understanding of why I am feeling this anxiety, even with positive reflections on my experience, allowed me to evaluate what I did wrong. Future encounters will help me to reflect on the scenario and blindside my anxiety before it has an effect on my actions. Having a limited amount of empirical knowledge made it challenging to let the patient know exactly what to expect after having a heart attack and what daily routines have to be adjusted. Obtaining empirical knowledge from my education regarding the components of a nurse-client relationship reminded me that I needed to place the power into my patient and develop respect and trust within the relationship (CNO, 2004). Personal knowledge was limited in this scenario as it was my first time being placed in the spotlight with a patient and I was unsure of how everything would unfold. Introducing my aesthetic knowledge was shown when I offered to find John an individual recovering from a heart attack that he could speak with (Appendix A). Throughout the experience, I became more aware of the patients feelings as I picked up on Johns overwhelmed feelings and concerns around providing for his wife and son (Appendix A). This perception of the experience is seen as John believe that he should have seen the heart attack coming before it occurred (Appendix A). He stated the he felt encouraged by this experience and felt he had more options to seek. The wife was more of a background actor, but was said to be a â€Å"sweet woman†, who has helped a lot throughout the experience (Appendix A). Valuing ones beliefs and concerns based on an experience is something all nurses should consider. Giving John multiple options and resources to consider instead of telling him what he has to do, have given him the power to make all the necessary changes within his life with the help of his wife and son (Appendix A). If I was given the opportunity to be placed in a similar situation in the  future, I believe that my anxiety would still be present, but more control over the situation would be noticeable due to the knowledge I have developed on therapeutic relationships. The relationship skills that I could have performed differently during this experience, was my self-awareness of human emotions. My nerves had played a role in distracting my train of thought when trying to be in the moment with the patient. Repeatedly asking the patient if he had any other concerns he would like to address may have given him the feeling of being rushed and that I was not interested in how he was feeling emotionally (Appendix A). On a few occasions, I would finish my patients sentence for him as I felt he was stuck for words, this may have allowed the patient to know I was listening to what he was saying, but also might have given him the idea that I was being rude (Appendix A). During the introduction stage of the experience, my patient told me he was in the hospital due to a heart attack. Empathy is the appreciation of the patient’s emotions and expression of awareness of what they are presenting (Haslam, 2007). My nerves caused me to overlook his feelings and just right into asking him about any concerns he might have with his state of health (Appendix A). It is possible to slip into a task-and time-orientated way of thinking to get jobs done, thereby neglecting effective communication with patients (Cocker, 2008). Consequences that may have developed from overlooking the patients feelings was the challenge of developing a closer relationship with the client as I was interested in obtaining information to help me solve his problems. Rushing my patient through the experience may have caused him to close himself off from the relationship as he may have felt that I was not listening to what he was truly feeling. This would leave the patient in the same state he had entered the experience with. The sources of knowledge that I could use to enhance my relational skills in these areas, is to take the time to practice with a partner a variety of scenarios that would help me develop my communication skills and place more focus on the patients feelings. The outcome of this experience was positive as my patient left feeling more encouraged and had obtained multiple resources to help him incorporate any changes that he may need to adjust within his daily routines (Appendix A). Looking back at this experience I was able to reflect on all of the positive  and negative aspects of a therapeutic relationship. I feel that the next time I am placed in a similar experience, I will be able to blindside my anxiety and personal thoughts and feelings. In turn, I would have the ability to be in the moment with my patients and address not only how I can help solve his problems, but also the feelings and thoughts being experienced. I have learnt that having self awareness identifies what skills I possess and those I need to learn and develop on. Self awareness provides nurses with knowledge of their thoughts, feelings and what they do to become awareness of issues that may affect their ability to intervene effectively (Parsons & White, 2008). Ther e will always be room to learn and improve my skills, and with practice, I will get the chance to watch them become second nature to me. This experience has taught me to avoid all the barriers such as the presence of anxiety in new situations. With confidence in creating an effective therapeutic relationship, I can focus on being in the moment with the patient. I have learnt that my anxiety can affect my interactions with patients, and that it is more than trying to solve the patients problems, it is about showing you care and being there in the moment to listen. This experience has allowed me to realize how a nurse’s action can affect the development of a therapeutic relationship. My ethical knowledge allowed me to recognize my patients overwhelmed feelings due to his health condition and by following my values and beliefs, I knew that he was in need of someone to care and help guide him in the right direction. Using my aesthetic knowledge, I was able to think of possible resources for my patient, and the creative idea of finding a previous heart attack patient showed my patient that I was willing to take that extra step and comfort his feelings. The knowledge gained from this experience can be incorporated into future situations and will allow for proper adjustments and better relationships to be developed. Lacking empirical knowledge before entering the scenario was a barrier that challenged my patient care. Knowing more information on heart attacks would have allowed me to present the patient with more options and what he could expect in the future (RNAO, 2002). Acknowledging my personal knowledge gathered from previous experiences, I considered how I would like to be treated and that anxiety would be present. Knowing this helped me to reduce my fidgeting and respect my patient by actively listening and keeping eye contact (Appendix A). This experience  will influence my future practice as a nurse because I have learnt that nursing is more than working on fixing the patients physical needs, but is more of an ethical interaction where you can take the time to be there in the moment with them. Looking at each experience as a stepping stone toward my success as a nurse and with each successful hurdle crossed, I can confidently await the next. â€Æ'Reference Beddoe, A., and Murphy, S. (2004). Does Mindfulness Decrease Stress and Foster Empathy Among Nursing Students? Journal of Nursing Education, 43(7), 305-12. Retrieved April 4, 2008, from ProQuest Nursing & Allied Health Source database. (Document ID: 669281021). Carper, B.A. (1978) Fundamental Patterns of Knowing in Nursing. New York. Aspen Publishers, Inc. Cocker, J. (2008). Patient dignity. Nursing Standard, 22(25), 59-60. Retrieved April 4, 2008, from ProQuest Nursing & Allied Health Source database. (Document ID: 1440306621). College of Nurses of Ontario (CNO), (2004, January). CNO Practice Standard: Therapeutic Nurse-Client Relationship. Retrieved February 15, 2008, from http://cno.org/docs/prac/41033_Therapeutic.pdfHaslam, N. (2007). Humanising medical practice: the role of empathy. Medical Journal of Australia, 187(7), 381-2. Retrieved April 4, 2008, from ProQuest Nursing & Allied Health Source database. (Document ID: 1374608891). Parsons,A., and White, J. (2008). Learning from reflection on intramuscular injections. Nursing Standard, 22(17), 35-40. Retrieved April 4, 2008, from ProQuest Nursing & Allied Health Source database. (Document ID: 1413949861). Registered Nurses of Ontario (RNAO), (2002, Novemeber). Best Practice Guidelines: Establishing Therapeutic Relationships. Retrieved January 15, 2008 from http://www.rnao.org/bestpractices/completed_guidelines/BPG_Guide_C2_TR.asp

Classic British and American Essays and Speeches

Classic British and American Essays and Speeches From the works and musings of Walt  Witman to those of Virginia Woolf, some of the cultural heroes and prolific artists of prose are listed belowalong with some of the worlds greatest essays and speeches  ever composed by these British and American literary treasures. George Ade (1866-1944) George Ade was an America playwright, newspaper columnist and humorist whose greatest recognition was Fables in Slang (1899), a satire that explored the colloquial vernacular of America. Ade eventually succeeded in doing what he set out to do: Make America laugh. The Difference Between Learning and Learning How:In due time the Faculty gave the Degree of M.A. to what was left of Otis and still his Ambition was not satisfied.Luxuries: About sixty-five per cent of all the people in the world think they are getting along great when they are not starving to death.Vacations: The planet you are now visiting may be the only one you ever see. Susan B. Anthony (1820-1906) American activist Susan B. Anthony crusaded for the womens suffrage movement, making way for the Nineteenth Amendment to the US Constitution in 1920, giving women the right to vote. Anthony is principally known for the six-volume History of Woman Suffrage.   On Womens Right to Vote: The only question left to be settled now is: Are women persons? Robert Benchley (1889-1945) The writings of American humorist, actor and drama critic Robert Benchley are considered his best achievement. His socially awkward, slightly confused persona allowed him to write about the inanity of the world to great effect. Advice to Writers: A terrible plague of insufferably artificial and affected authorsBusiness Letters: As it stands now things are pretty black for the boy.Christmas Afternoon: Done in the Manner, If Not in the Spirit of DickensDo Insects Think?: It really was more like a child of our own than a wasp, except that it looked more like a wasp than a child of our own.The Most Popular Book of the Month: In practice, the book is not flawless. There are five hundred thousand names, each with a corresponding telephone number. Joseph Conrad (1857-1924) British novelist and short-story writer Joseph Conrad rendered about the tragedy of loneliness at sea and became known for his colorful, rich descriptions about the sea and other exotic places. He is regarded as one of the greatest English novelists of all time. Outside Literature: A sea voyage would have done him good. But it was I who went to seathis time bound to Calcutta. Frederick Douglass (1818-1895) American Frederick Douglass great oratory and literary skills helped him to  become the first African-American citizen to hold high office in the US government. He was one of the 19th centurys most prominent human rights activist, and his autobiography, Life and Times of Frederick Douglass (1882), became an American literary classic. The Destiny of Colored Americans:  Slavery is the peculiar weakness of America, as well as its peculiar crime.A Glorious Resurrection: My long-crushed spirit rose. W.E.B. Du Bois (1868-1963) W.E.B. Du Bois was an American scholar and human rights activist, a respected author and historian of literature. His literature and studies analyzed the unreachable depths of American racism. Du Bois seminal work is a collection of 14 essays titled The Souls of Black Folk (1903).   Of Mr. Booker T. Washington and Others: Mr. Washington represents in Negro thought the old attitude of adjustment and submission.Of the Passing of the First-Born: He knew no color-line, poor dearand the Veil, though it shadowed him, had not yet darkened half his sun. F. Scott Fitzgerald (1896-1940) Known foremost for his novel The Great Gatsby, American novelist and short-story writer F. Scott Fitzgerald was also a renown playboy and had a tumultuous life compounded by alcoholism and depression. Only after his death did he become known as a preeminent American literary author.   What I Think and Feel at 25: The main thing is to be your own kind of a darn fool. Ben Hecht  (1894-1964) American novelist, short-story writer and playwright Ben Hecht is remembered as one of Hollywoods greatest screenplay writers and may best be remembered for Scarface, Wuthering Heights and Guys and Dolls. Fog Patterns: Yes, we are all lost and wandering in the thick mists. We have no destinations.Letters: You would see a procession of mysterious figures flitting through the streets, an unending swarm of dim ones, queer ones. Ernest Hemingway  (1899-1961) American novelist Ernest Hemingway won the 1954 Nobel Prize in Literature for his mastery of the art of narrative ... and for the influence he has exerted on contemporary style as demonstrated in his brilliant novel The Old Man and the Sea. American Bohemians in Paris: The scum of Greenwich Village, New York, has been skimmed off and deposited in large  ladles  on that section of Paris adjacent to the Cafà © Rotonde.Camping Out: Any man of average office intelligence can make at least as good a pie as his wife. Martin Luther King Jr.  (1929-1968) Civil rights activist and minister Martin Luther King Jr., winner of the Nobel Peace Prize in 1964, may be best known for I Have A Dream, in which he wrote about love, peace, nonviolent activism and equality between all races. I Have a Dream: Now is the time to make justice a reality for all of Gods children.Reading Quiz on I Have a DreamTen Things You Should Know About Dr. Kings I Have a Dream Speech Jack London  (1876-1916) Nineteenth-century American author and journalist Jack London is best known for his adventures White Fang and The Call of the Wild. London published more than 50 books over the last 16 years of his life, including John Barleycorn, which was somewhat of a memoir about his lifelong battle with alcohol. The Somnambulists: [T]his archdeceiver believes all that they tell him. He reads only the newspapers and magazines that tell him what he wants to be told.The Story of an Eyewitness: The San Francisco Earthquake: Not in history has a modern imperial city been so completely destroyed.Reading Quiz on The San Francisco EarthquakeWhat Life Means to Me: I accepted that up above me was all that was fine and noble and gracious, all that gave decency and dignity to life. H.L. Mencken  (1880-1956) American journalist, activist and editor H.L. Mencken was also a very influential literary critic. His columns were popular not only for their literary criticism, but also for their questioning of popular political, social and cultural views. The Hills of Zion: Dayton was having a roaring time. It was better than the circus.The Libido for the Ugly: Out of the melting pot emerges a race which hates beauty.Literature and the  Schoolmam: The essence of a sound style is that it cannot be reduced to rules.The Lower Depths: The worst idiots, even among pedagogues, are the teachers of English.Portrait of an Ideal World: All the great villainies of history have been perpetrated by sober men, and chiefly by teetotalers. Christopher Morley  (1890-1957) American writer Christopher Morley was popular for his literary columns in the New York Evening Post, among other literary magazines. His many collections of essays and columns were lighthearted, vigorous displays of the English language.    1100 Words: Let us be brief, crisp, packed with thought.The Art of Walking: Sometimes it seems as though literature were a co-product of legs and head.A Morning in Marathon: [W]e flashed onto the Hackensack marshes and into the fully minted gold of superb morning.On Going to Bed: The happier creatures ... take the tide of sleep at the flood and are borne calmly and with gracious gentleness out to great waters of nothingness. George Orwell  (1903-1950) This British novelist, essayist and critic is best known for his novels 1984 and Animal Farm. George Orwells disdain for imperialism (he considered himself an anarchist) guided him in his life as well as through some of his writings. A Hanging: We all began laughing again. ... The dead man was a hundred yards away.Why Are Beggars Despised?: A beggar, looked at realistically, is simply a businessman, getting his living. Dorothy Parker  (1893-1967) Witty American poet and short-story writer Dorothy Parker began as an editorial assistant at Vogue and eventually became the book reviewer known as the Constant Reader for The New Yorker. Among her hundreds of works, Parker won the 1929 O. Henry Award for her short story Big Blond. Good Souls: They are fated to go through life, congenial pariahs. They live out their little lives, mingling with the world, yet never a part of it.Mrs. Post Enlarges on Etiquette: As one delves deeper and deeper into  Etiquette, disquieting thoughts come. Bertrand Russell  (1872-1970) British philosopher and social reformer Bertrand Russell won the Nobel Prize in Literature in 1950 in recognition of his varied and significant writings in which he champions humanitarian ideals and freedom of thought. Russell was one of the foremost philosophers of the 20th century. In Praise of Idleness: The road to happiness and prosperity lies in an organized diminution of work. Margaret Sanger  (1879-1966) American activist Margaret Sanger was a sex educator, nurse and womens rights advocate. She began the first feminist publication, The Woman Rebel, in 1914.    The Turbid Ebb and Flow of Misery: My own cozy and comfortable family existence  was  becoming a reproach to me. George Bernard Shaw  (1856-1950) An Irish dramatist and critic, George Bernard Shaw was also a socialist propagandist and winner of the 1925 Nobel Prize in Literature (which he didnt receive until 1926) for his work which is marked by both idealism and beauty. Shaw wrote more than 60 plays during his lifetime. Preface to  Pygmalion: It is impossible for an Englishman to open his mouth without making some other Englishman hate or despise him.She Would Have Enjoyed It: Why does a funeral always sharpen ones sense of humor?Why Law Is Indispensable: Laws deaden the conscience of individuals by relieving them of responsibility.The Art of Political Lying: Considering that natural disposition in many men to lie, and in multitudes to believe, I have been perplexed what to do with that maxim so frequent in everybodys mouth, that truth will at last prevail.Hints Toward an Essay on Conversation: This degeneracy of conversation ... hath been owing, among other causes, to the custom arisen, for sometime past, of excluding women from any share in our society.A Meditation Upon a Broomstick: But a broomstick is an emblem of a tree standing on its head. Henry David Thoreau  (1817-1862) American essayist, poet and philosopher Henry David Thoreau is most known for his masterful work, Walden, about living a life close to nature. He was a dedicated abolitionist and a strong practitioner of civil disobedience. The Battle of the Ants: I never learned which party was victorious, nor the cause of the war.The Landlord: If we do not look up to the Landlord, we look round for him on all emergencies, for he is a man of infinite experience, who unites hands with wit.The Last Days of John Brown: [T]he one great rule of compositionand if I were a professor of rhetoric I should insist on thisis, to  speak the truth. James Thurber  (1894-1961) American author and illustrator James Thurber is best known for his contributions to The New Yorker. Via his contributions to the magazine, his cartoons became some of the most popular in the United States. The Subjunctive Mood: Husbands are suspicious of all subjunctives. Wives should avoid them.Which: Never monkey with which. Anthony Trollope  (1815-1882) British author Anthony Trollope is best known for his writing in the Victorian Erasome of his work includes a series of novels known as The Chronicles of Barsetshire. Trollope also wrote on political, social and gender issues. The Plumber: The plumber is doubtless aware that he is odious. He feels himself, like Dickenss turnpike-man, to be the enemy of mankind. Mark Twain  (1835-1910) Mark Twain was an American humorist, journalist, lecturer and novelist best known for his classic American novels The Adventures of Tom Sawyer and Adventures of Huckleberry Finn. With his wit and grand telling of tales, Twain is nothing short of an American national treasure.   Advice to Youth: Always obey your parents, when they are present.Corn-Pone Opinions: Tell me whar a man gits his  corn pone, en Ill tell you what his pinions  is.The Danger of Lying in Bed: The danger isnt in traveling by rail, but in trusting to those deadly beds.A Fable: You can find in a text whatever you bring.Fenimore Coopers Literary Offences: Deerslayer  is just simply a literary delirium tremens.The Lowest Animal: [W]e have descended and degenerated ... till we have reached the bottom stage of development.On the Decay of the Art of Lying: Lying is universal: we all do it; we all must do it.Two Ways of Seeing a River: All the grace, the beauty, the poetry had gone out of the majestic river!Unconscious Plagiarism: [P]ride protects a man from deliberately stealing other peoples ideas. H.G. Wells  (1866-1944) British author and historian H.G. Wells is best known for his works of science fiction, including The Time Machine, The First Men in the Moon and The War of the Worlds. Wells wrote an astounding 161 full-length books.   For Freedom of Spelling: The Discovery of an Art: Why should correct spelling be the one absolutely essential literary merit?Of Conversation: An Apology: I am no blowfly to buzz my way through the universe.The Pleasure of Quarrelling: Without  quarreling  you have not fully appreciated your fellow-man.The Possible Collapse of Civilisation: Modern warfare is an insanity, not a sane business proposition.The Writing of Essays: The art of the essayist ... may be learnt in a brief ten minutes or so. Walt Whitman  (1819-1892) American poet and journalist Walt Whitmans verse collection Leaves of Grass is an American literature landmark. Ralph Waldo Emerson praised the collection as the most extraordinary piece of wit and wisdom America had yet contributed. A Glimpse of Wars Hell Scenes: There was no exultation, very little said, almost nothing, yet every man there contributed his shot.Slang in America: Language in the largest sense ... is really the greatest of studies.Street Yarn: Come and walk in New York streets. Virginia Woolf  (1882-1941) British author Virginia Woolf  may be best known for her modernist classics Mrs. Dalloway and To the Lighthouse. But she also produced feminist texts such as A Room of Ones Own and Three Guineas and wrote pioneering essays on the politics of power, artistic theory and literary history. The Decay of Essay Writing: Under the decent veil of print one can indulge ones egoism to the full.The Modern Essay: The essay must lap us about and draw its curtain across the world.The Patron and the Crocus: Be sure you choose your patron wisely.Street Haunting: A London Adventure: Into each of these lives one could penetrate a little way.Writing for My Eye Only: I can trace some increase of ease in my professional writing which I attribute to my casual half hours after tea.

Removal of separate legal personality and the ‘veil of incorporation’ by the courts The WritePass Journal

Removal of separate legal personality and the ‘veil of incorporation’ by the courts Removal of separate legal personality and the ‘veil of incorporation’ by the courts ] EWCA Civ 525 it was held that the veil will be pierced when there is â€Å"evidence of fraud, illegality or a sham or if the company is a mere faà §ade concealing the true facts† (sections 213-215 of the Insolvency Act 1986, section 993 of the Companies Act 2006 and section 15 of the Company Directors Disqualification Act 1986). It has nonetheless, been said that much difficulty arises with these exceptions as â€Å"veil piecing is not an end in itself but a means to an end† (Talbot, 2007: 29). Piercing the Corporate Veil Unless the circumstances of the case give rise to fraud or a pre-existing obligation, however, the courts will be unlikely to pierce the veil in its entirety; Pirelli Cable Holding NV v IRC [2006] UKHL 4. Arguably, the courts will â€Å"go to great lengths to avoid any obvious penetration of the corporate veil, whilst still making the sort of inquiries that would be satisfied by just such a process† (Watcher, 2007: 157). This ensures that doctrine is not being completely undermined, whilst at the same time providing protection to the public; Millam v Print Factory (London) 1991 Ltd [2007] EWCA Civ 322. Given the confusion that this may cause, it is integral that the veil is only lifted in exceptional circumstances (French, Mason and Ryan, 2011; 124). This is because individuals will otherwise be discouraged from investing in companies (Ghaiwal, 2012: 3). Therefore, the courts should only be able to â€Å"draw back the corporate veil to do justice when common sense and reality demand it† as in Conway v Ratiu [2006] 1 All ER 571. Conclusion Although it would seem as though the doctrine of separate legal personality is being undermined by the existence of exceptions, it is important that these remain intact in order to protect the public from abuse. Hence, there needs to be a balance between the interests of the public and the interests of a company and its members. Whether this balance is currently being attained is arguable, though the courts will go to great lengths to determine each case on its own facts in order to maintain fairness. Thus, it is important that the veil of incorporation does not protect those individuals found to have been acting in an unlawful manner. At the same time, however, the integrity of the veil should also be preserved so that a company’s members are not being found personally liable when the company is genuinely suffering. References Adkinsion, R., (2008) Under the Influence? New Law Journal, Issue 7341. Beatson, J., (1991) The Use and Abuse of Unjust Enrichment: Essays on the Law of Restitution, Oxford University Press. Birks, P. (2004)Undue Influence as Wrongful Exploitation, Law Quarterly Review, 120 LQR 34. Davies, P. (2010) Introduction to Company Law, 2nd Edition, OUP Oxford. Fafinski S., and Finch, E., (2009) Law Express: Contract Law. Longman. 2nd Edition. Ghaiwal, S. (2012) ‘Chandler v Cape plc: Is there a chink in the corporate veil?’, Health and Safety at Work Newsletter, vol 18, no 3. Gulati, B., (2011) Intention to Create Legal Relations: A Contractual Relationship Necessity ot an Illusory Concept, Beijing Law Review 2, Scientific Research. French, D. (2011) Company Law, 28th Edition, OUP Oxford. Hopt, K. L. (2001) ‘Company Groups in Transition Economies: A Case for Regulatory Intervention?’, European Business Organisation Law Review, vol. 2, no. 1. McKendrick, E., (2011) Contract Law. Palgrave MacMillan. 9th Edition. Poole, J., (2006). Casebook on Contract Law, 8th Edition, OUP Oxford. Saha, T. K., (2010) Textbook on Legal Methods, Legal Systems Research, Universal Law Publishing. Smith, S. A., (1997) Contracting Under Pressure: A Theory of Duress, 56 Cambridge Law Journal 2. Talbot, L. (2007) Critical Company Law, Routledge. Walden-Smith, K., (2005) Protecting the Vulnerable – The Court of Appeal’s Decision in Macklin v Dowsett, Stone Buildings News, Available [Online] at: 5sblaw.com/images/file/5SB_Newsletter_4.pdf Watcher, V. V. (2007) The Corporate Veil, New Law Journal, vol. 990, no. 7218. Wildman, E., (2009) Setting aside a contract for mistake, The In-House Lawyer, Available online at: inhouselawyer.co.uk/index.php/contract/6101-setting-aside-a-contract-for-a-mistake //

Bennett Explores the Fine Line Between Wisdom in ‘the History Boys’

Often, in Shakespeare’s plays especially, the fool figure turns out to be the wisest figure out of all of the other characters, and is used as a way to make a comment on the social context of the time. This theme is present in ‘The History Boys’, as Bennett mostly uses characters as a way of exploring the fine line. He also uses scenes and themes during the play to explore the fine line between wisdom and foolishness, but he tends to focus on using the characters to explore the line instead. The Headmaster is a character with whom, when first introduced to, the audience would appoint the title of ‘foolish’, as Bennett shows him to be a very foolish character. However, this would differ from Shakespeare’s fool; in his plays the fools were often the wisest of characters, but in this circumstance, with this character, the Headmaster acts foolish without becoming ‘the fool’ from Shakespeare, as the Headmaster doesn’t have the hidden wisdom and knowledge Shakespeare’s fools had. For instance, when discussing competing schools in the league tables with Mrs Lintott, he says ‘†¦Leighton Park. Or is than an open prison? No matter†¦Ã¢â‚¬â„¢ This quote shows the reader what a foolish man Bennett has created; a headmaster not knowing the difference between a competing school in the league tables and a prison is absurd. However, it helps Bennett to show the fine line between wisdom and foolery, as some members of the audience may think that the Headmaster is wise in some of the decisions he makes, as he does know methods to get the students to achieve academic levels that allow entry into Oxbridge. Another moment where Bennett explores the fine line is when he says, upon discussing Oxbridge with the supply teacher Irwin, ‘I thought of going to, but this was the fifties. Change was in the air†¦Ã¢â‚¬â„¢ The first impression given of him from this line of speech is that the characters around him must be able to see through his lies and see the fool that he ultimately is; in the fifties, life was the same as in the forties; it was the sixties where ‘change was in the air’ and the characters around the Headmaster would know that he was ying to cover the fact that he wasn’t academically smart enough to attend Oxbridge. This does show him to hold some wisdom, however, as he was smart enough to cover up the fact that he didn’t attend Oxbridge, even if the lie wasn’t successful, and that he is wise as he does want the best for the boys, but again, this is outweighed by the foolish decision that is to get the boys to Oxbridge to raise the scho ol in the league tables to ‘†¦enhance its reputation and thereby his own career†¦Ã¢â‚¬â„¢ showing he is mostly trying to get the boys do to well for his benefit. Bennett also uses the character of the Headmaster to make a social comment of the schooling at the time he wrote the play, hinting that headmasters of schools often tried to get the better grades for the students only to pull their school up in the league tables, and thereby improve their own reputations of headmasters. A second character Bennett uses to explore the fine line between wisdom and foolishness is Hector, one of the boy’s teachers. One of the first impressions we get of Hector is that he is a character who Bennett presents to be very wise; he has taught the boys so well they can quote literature at any time of the day in the correct context ‘†¦Posner (Edgar) ‘Look up, My Lord. ’ Timms (Kent) ‘Vex not his ghost†¦Ã¢â‚¬â„¢ This is quite a feat to achieve, and it also shows that he too knows and understands when and where to quote literature, again showing his wisdom. However, this is a point where Bennett does show how fine the line between wisdom and foolishness actually is, as some people may view this skill as useless, as it probably won’t be able to help them in their university or working life, unless they pursue a career where literature and the need to quote it is needed, so this act may be viewed as quite foolish; spending time teaching the boys something they probably won’t need in their future lives, despite the fact that they and Hector may be considered wise for having this skill. Bennett does show Hector to be a character who does act very foolish sometimes; ‘No Headmaster, (He covers his ears. )†¦Non. Absolument non. Non. Non. Non†¦Ã¢â‚¬â„¢. The stage directions used here make Hector act like a naughty child who is refusing to stop what they’re doing; a grown man, who is a teacher nonetheless, acting this way does appear to be a fool to people around him, even if they know he is only pretending. However, this is one of the moments where you can explicitly tell that Bennett is exploring the fine line etween wisdom and foolishness and is showing indeed how very fine it is; some people may see past Hector acting like a fool and see him to be very wise; he knows that if he carries on refusing to do what the Headmaster askes of him, the Headmaster may well just give up and drop the subject. This could be down to the fact that Hector doesn’t view the Headmaster as a wise man; more of a fool who you can walk over and expect to carry on doing things the way you want to, even if the Headmaster is against it. ‘A hand on a boy’s genitals at fifty miles an hour, and you call it nothing? This is a very important quote in showing how Bennett explores the fine line. Hector is a very wise man; he has a deep understanding and knowledge of literature, he has helped get the boys A-Levels up to the standards of Oxbridge and is, academically, quite smart. However, the quote shows that, in terms of his judgements, he is quite a fool; the acts he performed were frowned upon by society at the time, and show to many people that he has crossed the line between wisdom and foolishness with ease without really realising it. †¦transmission of knowledge†¦Ã¢â‚¬â„¢ This also shows how his judgements are foolish, and how he can be seen to be a fool by many people; when he is confronted about his actions, he uses quotes from poetry to try to get out of the confrontation. By the end of the play, many people would proba bly see Hector as a very wise man, but a man who has the tendency to cross the fine line between wisdom and foolishness, whilst others would see him as only being a fool, despite his knowledge in literature. Overall, Hector is probably Bennett’s main way to explore the fine line between wisdom and foolishness, as Hector crosses the line countless times without realising it himself. Another way Bennett explores the fine line between wisdom and foolishness is by using scenes, such as the French Scene. This scene takes place towards the start of the play, and is where Hector and the boys practise speaking fluent French by acting out a scene of their choice in French. Mais une maison de passe ou tous les clients utilisent le subjonctif ou le conditionnel, oui? ’ (But a brothel where all clients use the subjunctive or conditional, yes? ) This quote is taken from the scene and helps to show the wise and the foolish sides of Hector; he and the students are acting out a scene in fluent French (which in itself is a very academic skill for the students to have learnt) and Hector is quite wise in getting them to practise using their French in everyday scenes, thus improving their flue ncy. However, the foolish part is the fact that the scene they are all acting out is a brothel, which is a very foolish thing to do considering where they are (in a school), but the fact that Hector keeps on going on about their grammar whilst speaking French does show some wisdom, with the fact that he knows exactly how to get the boys to improve their fluency and grammatical skill in French, but in a very foolish circumstance. A third way the fine line between wisdom and foolishness is through themes; specifically the themes of sexuality and sex. For sexuality; ‘†¦Don’t touch him†¦Ã¢â‚¬â„¢ This quote is quite important in showing the fine line between wisdom and foolishness, as it is said when Hector and Irwin are discussing Hector’s early retirement, teaching and Dakin. Bennett shows here that Hector’s foolish decisions have turned him into a wiser man, who is advising Irwin on how not to make the same foolish mistake he did. The foolishness here makes the scene quite tragic rather than comic. For the theme of sex, the fine line is explored when Dakin and Scripps have a conversation together about Fiona (the Headmaster’s secretary). †¦like particularly her tits, which only fell after a prolonged campaign some three weeks ago†¦Ã¢â‚¬â„¢ The wordplay in this conversation is very foolish indeed, which Scripps finds funny albeit embarrassing, but the wisdom in Dakin is evident by the way Dakin applies military logistics to a new context with ease, using the semantic field of w ar. Overall, these are the main ways Bennett uses to explore the fine line between wisdom and foolishness in ‘The History Boys’, mainly using the characters of the Headmaster and Hector. Bennett Explores the Fine Line Between Wisdom in ‘the History Boys’ Often, in Shakespeare’s plays especially, the fool figure turns out to be the wisest figure out of all of the other characters, and is used as a way to make a comment on the social context of the time. This theme is present in ‘The History Boys’, as Bennett mostly uses characters as a way of exploring the fine line. He also uses scenes and themes during the play to explore the fine line between wisdom and foolishness, but he tends to focus on using the characters to explore the line instead. The Headmaster is a character with whom, when first introduced to, the audience would appoint the title of ‘foolish’, as Bennett shows him to be a very foolish character. However, this would differ from Shakespeare’s fool; in his plays the fools were often the wisest of characters, but in this circumstance, with this character, the Headmaster acts foolish without becoming ‘the fool’ from Shakespeare, as the Headmaster doesn’t have the hidden wisdom and knowledge Shakespeare’s fools had. For instance, when discussing competing schools in the league tables with Mrs Lintott, he says ‘†¦Leighton Park. Or is than an open prison? No matter†¦Ã¢â‚¬â„¢ This quote shows the reader what a foolish man Bennett has created; a headmaster not knowing the difference between a competing school in the league tables and a prison is absurd. However, it helps Bennett to show the fine line between wisdom and foolery, as some members of the audience may think that the Headmaster is wise in some of the decisions he makes, as he does know methods to get the students to achieve academic levels that allow entry into Oxbridge. Another moment where Bennett explores the fine line is when he says, upon discussing Oxbridge with the supply teacher Irwin, ‘I thought of going to, but this was the fifties. Change was in the air†¦Ã¢â‚¬â„¢ The first impression given of him from this line of speech is that the characters around him must be able to see through his lies and see the fool that he ultimately is; in the fifties, life was the same as in the forties; it was the sixties where ‘change was in the air’ and the characters around the Headmaster would know that he was ying to cover the fact that he wasn’t academically smart enough to attend Oxbridge. This does show him to hold some wisdom, however, as he was smart enough to cover up the fact that he didn’t attend Oxbridge, even if the lie wasn’t successful, and that he is wise as he does want the best for the boys, but again, this is outweighed by the foolish decision that is to get the boys to Oxbridge to raise the scho ol in the league tables to ‘†¦enhance its reputation and thereby his own career†¦Ã¢â‚¬â„¢ showing he is mostly trying to get the boys do to well for his benefit. Bennett also uses the character of the Headmaster to make a social comment of the schooling at the time he wrote the play, hinting that headmasters of schools often tried to get the better grades for the students only to pull their school up in the league tables, and thereby improve their own reputations of headmasters. A second character Bennett uses to explore the fine line between wisdom and foolishness is Hector, one of the boy’s teachers. One of the first impressions we get of Hector is that he is a character who Bennett presents to be very wise; he has taught the boys so well they can quote literature at any time of the day in the correct context ‘†¦Posner (Edgar) ‘Look up, My Lord. ’ Timms (Kent) ‘Vex not his ghost†¦Ã¢â‚¬â„¢ This is quite a feat to achieve, and it also shows that he too knows and understands when and where to quote literature, again showing his wisdom. However, this is a point where Bennett does show how fine the line between wisdom and foolishness actually is, as some people may view this skill as useless, as it probably won’t be able to help them in their university or working life, unless they pursue a career where literature and the need to quote it is needed, so this act may be viewed as quite foolish; spending time teaching the boys something they probably won’t need in their future lives, despite the fact that they and Hector may be considered wise for having this skill. Bennett does show Hector to be a character who does act very foolish sometimes; ‘No Headmaster, (He covers his ears. )†¦Non. Absolument non. Non. Non. Non†¦Ã¢â‚¬â„¢. The stage directions used here make Hector act like a naughty child who is refusing to stop what they’re doing; a grown man, who is a teacher nonetheless, acting this way does appear to be a fool to people around him, even if they know he is only pretending. However, this is one of the moments where you can explicitly tell that Bennett is exploring the fine line etween wisdom and foolishness and is showing indeed how very fine it is; some people may see past Hector acting like a fool and see him to be very wise; he knows that if he carries on refusing to do what the Headmaster askes of him, the Headmaster may well just give up and drop the subject. This could be down to the fact that Hector doesn’t view the Headmaster as a wise man; more of a fool who you can walk over and expect to carry on doing things the way you want to, even if the Headmaster is against it. ‘A hand on a boy’s genitals at fifty miles an hour, and you call it nothing? This is a very important quote in showing how Bennett explores the fine line. Hector is a very wise man; he has a deep understanding and knowledge of literature, he has helped get the boys A-Levels up to the standards of Oxbridge and is, academically, quite smart. However, the quote shows that, in terms of his judgements, he is quite a fool; the acts he performed were frowned upon by society at the time, and show to many people that he has crossed the line between wisdom and foolishness with ease without really realising it. †¦transmission of knowledge†¦Ã¢â‚¬â„¢ This also shows how his judgements are foolish, and how he can be seen to be a fool by many people; when he is confronted about his actions, he uses quotes from poetry to try to get out of the confrontation. By the end of the play, many people would proba bly see Hector as a very wise man, but a man who has the tendency to cross the fine line between wisdom and foolishness, whilst others would see him as only being a fool, despite his knowledge in literature. Overall, Hector is probably Bennett’s main way to explore the fine line between wisdom and foolishness, as Hector crosses the line countless times without realising it himself. Another way Bennett explores the fine line between wisdom and foolishness is by using scenes, such as the French Scene. This scene takes place towards the start of the play, and is where Hector and the boys practise speaking fluent French by acting out a scene of their choice in French. Mais une maison de passe ou tous les clients utilisent le subjonctif ou le conditionnel, oui? ’ (But a brothel where all clients use the subjunctive or conditional, yes? ) This quote is taken from the scene and helps to show the wise and the foolish sides of Hector; he and the students are acting out a scene in fluent French (which in itself is a very academic skill for the students to have learnt) and Hector is quite wise in getting them to practise using their French in everyday scenes, thus improving their flue ncy. However, the foolish part is the fact that the scene they are all acting out is a brothel, which is a very foolish thing to do considering where they are (in a school), but the fact that Hector keeps on going on about their grammar whilst speaking French does show some wisdom, with the fact that he knows exactly how to get the boys to improve their fluency and grammatical skill in French, but in a very foolish circumstance. A third way the fine line between wisdom and foolishness is through themes; specifically the themes of sexuality and sex. For sexuality; ‘†¦Don’t touch him†¦Ã¢â‚¬â„¢ This quote is quite important in showing the fine line between wisdom and foolishness, as it is said when Hector and Irwin are discussing Hector’s early retirement, teaching and Dakin. Bennett shows here that Hector’s foolish decisions have turned him into a wiser man, who is advising Irwin on how not to make the same foolish mistake he did. The foolishness here makes the scene quite tragic rather than comic. For the theme of sex, the fine line is explored when Dakin and Scripps have a conversation together about Fiona (the Headmaster’s secretary). †¦like particularly her tits, which only fell after a prolonged campaign some three weeks ago†¦Ã¢â‚¬â„¢ The wordplay in this conversation is very foolish indeed, which Scripps finds funny albeit embarrassing, but the wisdom in Dakin is evident by the way Dakin applies military logistics to a new context with ease, using the semantic field of w ar. Overall, these are the main ways Bennett uses to explore the fine line between wisdom and foolishness in ‘The History Boys’, mainly using the characters of the Headmaster and Hector.

Superintendent Office Coursework Example | Topics and Well Written Essays - 1500 words

Superintendent Office - Coursework Example Additionally, political developments within the district where the superintendents operate also infringe the course of service delivery and responsibility fulfillment by the representatives. Such politics include the processes of election leading to the selection of the board of governors alongside other education leaders in the district. These factors considered relating to the case that superintendent Mark faces within his locality of administration. The federal and state guidelines institute the position of the Superintendent within the district to operate in their capacity of overseeing education in the district (Sofo, 2008). The Superintendent is the CEO of the district school board and manages the entire responsibilities spanning from the hiring of staff to overseeing the education standards, budget, and resource planning and allocations and being the contact point to the government agencies (Sofo, 2008). Therefore, with these immense responsibilities, this core person in the education sector faces remarkably overwhelming challenges that institute the need to establish strong administrative guidelines. The federal and state laws are key in guiding the roles of the superintendent office, as they facilitate the regulatory frameworks of the office. First, the roles and responsibilities of the superintendent office are outlined within the confines of the federal law and recognized accordingly by each of the state laws as established. Thus, the federal and state laws influence the role of the superintendent accordingly from this perspective, that they facilitate and ensure the protection of the office from abuse and malpractices (Meek, 2012). The establishment of the responsibilities means that the superintendent office enjoys protection from the political influences that may impair the course of the decisions that the person in the office makes regarding education.

Accounting For the Success of the IPO Market Essay

Accounting For the Success of the IPO Market - Essay Example IPO refer to the first sale of stock in the security market by a private company to the public investors. Apart from raising funds, a private firm can sell IPO for other reasons. With the help of an underwriting firm the issuer provides a prospect to the public giving detailing the reasons for issuance the authorized share price as well as the worth of the issuer.2 However, in the IPO market, the investors and sellers hold different information that creates information asymmetry. The goal of this study is to examine the effects of information asymmetry between seller and buyers of IPO. Also, the document examines ways in which one can account for the success of the IPO market. Both seller and buyers encounter challenges in obtaining accurate market information due to various barriers causing information asymmetry. The availability of market information plays a crucial role in any market because it influences the behaviour of buyers.3 The information about price and quality of products and services enables the buyer to make a choice on what product to buy and at what price. However, the information about service is difficult to establish because of intangibility and concurrent production and consumption of services.4 The choice of what to purchase becomes severe due to the potential for dissimilarity in service and product quality and information asymmetry. Sometimes the search for market information is very costly and as such causes hindrance to the choices available for buyers to make.5 Not only the buyers who encounter challenges of obtaining market information but also the sellers have inaccurate reliable information about the market. For example, the seller may want to understand the behaviour of buyers, the future market trends, economic conditions and so on. Both sellers and buyers hold different sets of information which affects their behaviour in the market.6 Therefore, different sets of information regarding price, quality, specifications, performance and circumstances of transfer affect the transactions and increase cost for both parties.  

Discuss the contrasting literary styles used in James Baldwin's Essay

Discuss the contrasting literary styles used in James Baldwin's Sonny's Blues and Tim O'Brien's The Things They - Essay Example Literary Analysis Paper The stories of James Baldwin and Tim O’Brien have a common element amongst them, mentioned explicitly; the attribute of undergoing struggle. In O’Brien’s book, struggle and hardships can be seen through the eyes of American soldiers fighting in the Vietnam War, whereas in Baldwin’s tale, Sonny is seen fighting life and addictions in order to patch his relationships with other people around him as well as himself. ‘The Things They Carried’ is about experiences that the soldiers, led by Tim O’Brien went through, which included tangible as well as intangible important elements. These included emotions and feelings like fear, dread and guilt, as well as the kind of machines and guns which formed an inherent part of their routine lives in the War. ‘Sonny’s Blues’ is about a young heroin addict, set in a post World War era, depicting a great amount of political and economical tension raging in Ameri ca at the time, with respect to culture and the old arts. The book is a story full of symbolism; in this particular tale, O’Brien has marked a very vivid description of all the objects that the various soldiers carry with them.

Emerging issue Essay Example | Topics and Well Written Essays - 750 words

Emerging issue - Essay Example The health organization also estimated that by 2015, roughly 2.3 billion grownups will be overweight, as well as roughly around 700 million will be obese. Also, the issue of childhood obesity is international and is gradually impacting many middle- and low-income nations, especially in urban settings (Poston & Foreyt, 2000). Internationally, in 2010, the total of obese children below five years was projected to be more than 42 million. Nearly 35 million of these children are residing in developing nations. Obese and overweight children are expected to stay obese into old age and expected to develop noncommunicable illnesses such as cardiovascular diseases and diabetes at a younger age (Poston & Foreyt, 2000). There are three major methods of treating this problem - dieting, exercising and then weight loss surgeries (Koeck, E. et al., 2013). When it comes to dieting, high-carbohydrate, low-fat plans, normally including whole grains, and fruits, and high-fiber along with vegetables are related to good overall health (Koeck, E. et al., 2013). These diets place stern limitations on nutritional fat. Diets such as caloric juice are meat to make someone reduce substantial fat in seven days. Severe exercise, on the other hand, like the one used by military recruits in Singapore leads to a 35-lb weight loss in a period of 5 months. Exercise eats away the body fat and allows someone to reduce weight with time. Finally, the main surgical procedure, Bariatric Surgery, comprises of a number of procedures performed on obese people (Koeck, E. et al., 2013). Weight loss is attained through reducing the mass of the stomach with a gastric band. The bariatric surgery has had a lot of controversy. In two studies conducted by Koeck, E. et al. (2013) and Sjostrom, L. et al. (2004), they reveal that patients who have underwent bariatric surgery as children and attained normal BMI have lived like that through adulthood, but they reveal that adults who undertake the surgery have relaps ed to obesity in later stages of their lives. Sjostrom, L. et al. (2004) furthermore classifies the matter claiming that five of the 11,453 subjects (0.25 percent) who underwent the procedure in a 2010 study who underwent surgery died postoperatively. Also, according to Sjostrom, L. et al. (2004), 151 patients (13.0 percent) in a study involving 1164 obese individuals, which the authors were tracking, had postoperative problems (internal bleeding – 0.5 percent, thrombosis or embolism – 0.8 percent, deep infections – 2.1 percent, wound problems – 1.8 percent and pulmonary problems – 6.1 percent). In 2.2 percent of the patients (26), the postoperative problems were severe enough to call for reoperation (Sjostrom, L. et al., 2004). Despite this, critics still claim that the surgical intervention is the best way to heal obesity. The research of bariatric surgery would benefit the youth, grownups, bariatric surgeons themselves, dieticians and other stak eholders concerned with the intervention of obesity as a worldwide calamity (Stern & Kazaks, 2003). It would benefit the youth of today because, as earlier stated in this paper, youths who successfully undertake the surgery and attain a BMI have the chance of living the rest of their lives with a normal BMI, unlike adults. Adults are advised to be cautious, on the other hand, because research shows that they have a higher chance of relapsing to obesity after undergoing surgery. This research confirms

Peer Edit of Article Summary#1 Assignment Example | Topics and Well Written Essays - 250 words

Peer Edit of Article Summary#1 - Assignment Example This research utilizes a laboratory study involving 20 work teams comprising of undergraduate students from a management class of a large university in southwestern United States. The average age of the participants is 24.9 years and half of the respondents are women; ethical diversity was also considered in the formation of the work teams (P335, C1, L20-25). Aside from the work teams that the researcher formed, the participants were also allowed to voluntary form their teams (P335, C2, L29-31). It is the primary purpose of the study to determine the performance of the different work teams in competitive exercises while they were self-managed or without designated team leaders (Solansky, 2008) (P334, C1, L39-41). The researcher also utilized surveys as the primary data collection method (P336, C1,L2-6). Several competitive exercises or activities are used in this study such as creation, design, and construction of products and services. The instructor designed the activities and some of the products designed or created included clothing, a novel and a bridge (Solansky, 2008) (P335, C2, L32-38). The teams were also allowed to choose activities such as creating music videos, writing children’s stories and drawing slogans for their university. It was evident from the study that a team can find a stronger sense of competitiveness while undertaking a work when leadership is shared. Teams with shared leadership enjoy social, motivational and cognitive advantages over teams led by a single individual (P338, C1, L7-23). Ideas taken from the article are somehow very verbatim to the author’s choice of words. Elaborating the author’s ideas could have been presented better. Ideas in P332, C1, L8-10 and in P335, C1, L20-25 as some examples. The chronology of presenting the necessary ideas in conducting a journal review was clearly followed. Though building coherence in the

South Africa Essay Example | Topics and Well Written Essays - 500 words - 2

South Africa - Essay Example Hugh Masekela was an icon of Black music. Besides â€Å"Grazin in the Grass† which was a massive hit in the 60’s, he gave us an equally popular song called â€Å"Stimela† which he recorded over and over again and hence had six different versions. Hugh drew his inspiration from South Africa which was his home town. In Hugh’s own words, â€Å"I owe an endless debt to the people of South Africa and all those other African communities all over the world that I have accessed, and lived with and learned their music. He has traveled the world over and carries with him the message of hope and deep belief in the healing power of music. He speaks passionately when he mentions time and again the very hard labor done by the poor so that we could â€Å"look, smell and feel the way we want to†.(Hugh Masekela, â€Å"Stimela†, 1993) Though Hugh Masekela’s â€Å"Stimela† is a wonderful piece of work in which he brings out glaringly the life and suffering of the African people working in the mines, yet I would rather choose the simple and descriptive narrative of Anthony Trollope’s â€Å"The Diamond Fields of South Africa, 1870. The reason for this, being that it is for a History class and children are able to relate to it better when facts are in the form of a narrative. Moreover, Anthony Trollope has laid down the facts in chronological order using simple language which makes it easy for children to remember these facts. On the other hand, though Hugh Masekela’s â€Å"Stimela† is worth listening to over and over again for its sheer listening pleasure, yet it would not be too suitable or appropriate to be used in a History class for the fact not everyone can learn facts from music because music is used more for pleasure than for learning hard facts. Another reason I would choose the narrative instead of the song would be that it has the facts in chronological order which is so important for a History class, where as

Peer Edit of Article Summary#1 Assignment Example | Topics and Well Written Essays - 250 words

Peer Edit of Article Summary#1 - Assignment Example This research utilizes a laboratory study involving 20 work teams comprising of undergraduate students from a management class of a large university in southwestern United States. The average age of the participants is 24.9 years and half of the respondents are women; ethical diversity was also considered in the formation of the work teams (P335, C1, L20-25). Aside from the work teams that the researcher formed, the participants were also allowed to voluntary form their teams (P335, C2, L29-31). It is the primary purpose of the study to determine the performance of the different work teams in competitive exercises while they were self-managed or without designated team leaders (Solansky, 2008) (P334, C1, L39-41). The researcher also utilized surveys as the primary data collection method (P336, C1,L2-6). Several competitive exercises or activities are used in this study such as creation, design, and construction of products and services. The instructor designed the activities and some of the products designed or created included clothing, a novel and a bridge (Solansky, 2008) (P335, C2, L32-38). The teams were also allowed to choose activities such as creating music videos, writing children’s stories and drawing slogans for their university. It was evident from the study that a team can find a stronger sense of competitiveness while undertaking a work when leadership is shared. Teams with shared leadership enjoy social, motivational and cognitive advantages over teams led by a single individual (P338, C1, L7-23). Ideas taken from the article are somehow very verbatim to the author’s choice of words. Elaborating the author’s ideas could have been presented better. Ideas in P332, C1, L8-10 and in P335, C1, L20-25 as some examples. The chronology of presenting the necessary ideas in conducting a journal review was clearly followed. Though building coherence in the

Hnc Accounts - Business Law Outcome Essay Example for Free

Hnc Accounts Business Law Outcome Essay There are two institutions in the UK that have the power to make statutory legislation in Scotland. The first of these institutions is Westminster (London) where elected individuals serve in the House of Commons. These members are known as MP’s (Members of Parliament). Parliament is responsible for passing new laws (legislation). In the late nineties the House of Commons allowed the passing of devolved powers to the newly created Scottish Parliament. Only certain powers were transferred to Holyrood and Westminster still control the laws that govern Tax, National Security and many others. Westminster is still regarded as Primary Legislation. This means that any law made by Westminster in reserved matters of policy must be adhered to by the Scottish Parliament. The second of these institutions is Holyrood (Edinburgh) where 129 elected individuals serve in the Scottish Parliament. These members are known as MSP’s (Members of Scottish Parliament). The Scottish Parliament was created on the 11th Sept 1997. The voters in Scotland took part in a referendum where they voted on a Devolved Scottish Parliament. This meant that Westminster would allow this devolved parliament to create laws in certain areas of policy. The Scottish people voted for a devolved parliament and the devolved powers were transferred from Westminster to The Scottish Parliament on the 1st July 1999. Westminster reserved certain powers that still govern many areas of Scotland today but the devolved powers allow Scotland to pass laws and regulate in areas such as Agriculture, Health and Housing to name a few. The process of making primary legislation in the UK follows a very strict procedure of three distinct stages. An MP, Lord or a member of the public can raise a bill to suggest a change of law (legislation). The first stage  of the process involves a parliamentary committee of members. They will review the bill and decide whether it moves to the second stage. The second stage allows amendments to the bill and allows the bill to be scrutinized by the committee and member. If the bill passes this stage then the third stage involves a member vote. If a majority of the members vote for the bill then the bill will be passed and presented to the Queen to receive a Royal Assent. The bill is now law. Common Law has a major role in Scots law today and it draws on four separate elements. Common Law is often referred to as the ‘Unwritten Law’ or ‘Historical Law’. This unwritten law has developed over centuries and draws from different sources. 1. Common law is based on Equity. Equity is the process of allowing judges to apply fairness or justice when there is no legislation to refer to. They must base these decisions on fairness and equality for all. When the judge follows this process of Equity he/she is actually making the law. This is called Precedent and we will talk about this in more detail in point 4. 2. Common law is also based on Institutional Writing. Centuries ago men of a higher class would finish their schooling in the various cities of Europe. These men would learn the laws of other countries and on their return to their estates in the UK would write about these laws and use them to govern their own estates. Institutional Writings no longer hold the authority as days gone by as Government Legislation and Judicial Precedent are supreme and overrule Institutional writings if they are based on similar cases. 3. Common Law is also based on Custom. Custom is when over a long period of time a particular habit is recognized by the people or social grouping. An example of this would be ‘common law husband’ where the couple are not in fact married but have lived as such so therefore the man would be entitled to the same rights as a legal husband. 4. The most important piece of common law in the courts today is Judicial Precedent. Judicial Precedent is where a judge or jury has no other legislation or act of parliament to decide a particular dispute and any decision they make will be followed in the future for any other similar disputes. A precedent can only be superseded by a higher court, government legislation or act of  parliament. Judicial Precedent tries to keep the law stable. Consistency through the court system is vital when trying to uphold the virtues of Fairness and Equality. The four key institutions of the European Union are the Council of Ministers, European Parliament, European Court of Justice and the European Commission. Each of these institutions has a representative from each member nation to allow a voice from each of the member states. The European Commission along with the Council of Ministers can change and amend laws within the European states. The Commission, unlike The Council of Ministers, has the power to change Regulations and issue Directives (these are orders passed by the European Commission or The Council of Ministers to ensure legislation is implemented within all the member states). If a state, company or persons break or do not comply with European law then it is the European Commission who will raise a court action against those who are not complying. The Council of Ministers is the legislative body of the EU. They are head of decision making and law/regulation introduction in the EU. They are the most powerful of all the institutions in Europe. Although the Council has the highest power there are still areas of legislation that the Council cannot pass with the advisory input of the European Parliament. The European Parliament is to advise and make recommendations to the Council of Ministers in various areas of legislation. They will review any piece of legislation or directive and give their opinions on the matter. If the Commission does not implement the recommendations of the Parliament then they must advise why they have not done so. The Parliament cannot change, implement or make European law and are there solely as an advisory Parliament. The European Court of Justice is the highest court within the European states on Community law (laws that have been issued by the Commission or Council of Ministers). If a state, company or persons fail to abide by the regulations  and directives issued by the Commission then it is the Court of Justice responsibility to ensure the law is observed. The Commission will initiate the proceedings and allow the member state an opportunity to defend itself against the complaint. If that process does not result in the breach being rectified the action will then go to the Courts of Justice. There are two main types of European Legislation. They are Directive Regulation. 1. Directive legislation allows the European Commission to give a timescale for a piece to legislation to be introduced. Directives are issued to ensure that law is common throughout the European Countries. They keep the peoples equality to fairness and equality protected throughout the member states. If a country does not adhere to these directives sanctions can be issued. 2. Regulation Legislation is required in an emergency situation or crisis. They must be acted upon immediately by the state that the order is against. An example of this would be the BSE crisis in the 90’s when an immediate ban was put on the importing and exporting of beef from the UK. All member states had to adhere to this regulation to ensure that British beef stocks did not contaminate the other member states beef stock.

Design of Oil Storage Tanks

Design of Oil Storage Tanks Oil Storage Tanks 1-Introduction Storage tanks containing organic liquids, non organic liquids, vapours and gases are used in many industries. Most such tanks are designed and built in accordance with American Petroleum Institute API-650 specifications (1). These tanks can range in size from 2m to 60m diameter or more and are usually situated in containment basins so that spills will be contained if the tank ruptures. Storage tanks are commonly employed in industries involving petroleum production and refining, chemical and petrochemical manufacturing, bulk storage and transfer, and a variety of other industries consuming or producing liquids and vapours. 1.1-Types of storage tank There are basically there are eight types of liquid storage tanks, viz: (i)Fixed-Roof tanks (ii)External floating-roof tanks (iii)Internal floating-roof tanks (iv)Domed external floating-roof tanks (v)Horizontal tanks (vi)Pressure tanks (vii)Variable vapour-space tanks (viii)Liquefied natural gas (LNG) tanks The first four types of tank are cylindrical in shape with the central axis which is perpendicular to the ground. Such tanks are almost always employed above ground level. Horizontal trunks can be employed both below and above ground level. Pressure tanks are located above ground and are usually spherically shaped to provide the maximum strength to withstand high internal pressures. Variable vapour-space tanks can be spherical or cylindrical. A containment basin made of brick or concrete is normally built around tanks with a lining impervious to the stored material in order to contain spills that could cause fire, property damage or environmental contamination. The capacity of the basin should be at least equal to that of the largest tank plus ten percent of the sum of the capacities of others. Fixed Roof Tanks Fixed roof tanks are common in production facilities where it is required to store hydrocarbons with vapour pressures close to atmospheric pressure. A fixed-roof tank typically consists of a cylindrical steel shell with a dome-shaped or cone-shaped roof that is permanently fixed to the tank shell. Umbrella roofs are also common. Fixed roof tanks are used for storing very high flash-point liquids (e.g. fuel oil, water, bitumen etc.). They are generally fully welded and are now designed to be liquid and vapour tight, while older tanks with a riveted or bolted construction are not vapour tight. Fixed roof tanks are generally insulated to prevent the risk of clogging for some materials, heating coming via steam coils inside the tanks. Dome roofs are used for tanks with a storage pressure slightly higher than atmospheric. Fig 1. A Tank Farm showing a number of Fixed roof tanks Fig. 2. Typical domed fixed-roof tank Fig. 3 Umbrella fixed-roof tank The commonest fixed-roof design has a shallow cone roof with a single centre column and internal (or external) framing to provide support for the roof plates. This involves having rafters and girders pressed to the roof radius. Cone roofs are generally supported from the shell using trusses or rafters. For large cone-roof tanks columns and girders can be used to support the roof plates and rafters. Intermediate columns are used where the diameter is more than 37m. Designs may include a frangible roof joint (i.e. able to break into fragments when over-stressed) for added protection against a sudden increase in internal pressure. For this the design pressure limited is equivalent to the pressure of the total weight of the roof plates including structural rafters. If the storage pressures are going to exceed the capabilities of a cone-roof tant, then other fixed-roof designs such as the self-supporting dome roof or umbrella roof can be used. API Standard 650, (Appendix F) (1) designs permit internal pressures of up to 2.5 psig, depending on the tank diameter. For operating pressures of more than 2.5 psig, API Standard 620, (‘Design and Construction of Large, Low-Pressure Storage Tanks’) (2) has design procedures for internal pressures of up to 15 psig. Because of environmental concerns and to cut down on vapour losses designs tend to include internal floating decks in fixed roof tanks either at the time of construction or later as a retrofit (Fig 3). This has the advantages of both fixed and floating roof design. Fig. 3. Domed fixed-roof tank with inner floating roof and showing roof supports Emissions from fixed roof tanks vary depending on vessel capacity, utilization rate of the tank, vapour pressure of the stored liquid and the local atmospheric conditions. Losses of the stored product from evaporation can be large in fixed roof tanks – particularly for crude oil where vapours are released through the pressure vent valve. Losses are classed either as Breathing Losses or as Working Losses. Breathing losses occur when vapour expansion and contraction caused by changes in temperature and atmospheric pressure lead to the expulsion of vapor. This loss happens without any change to the liquid level in the tank. Working losses happen when the liquid level in the tank is increased. Fixed roof tanks are either freely vented or have a pressure/vacuum vent that allows the tank to operate at a slight internal vacuum or pressure. This stops the release of vapours when there are very small changes in pressure, temperature or to the liquid level. It is also possible to make t anks that are inert when there is a slightly positive gas pressure. Such tanks should have pressure-vacuum valves and when in use be purged with natural gas to remove air from the vapour space. Table 1 Advantages and disadvantages of different types of fixed-roof storage tanks (5) 2.1Gauge Hatches Fixed-roof tanks should have a gauge hatch in the roof which allows it to be opened quickly. This allows the operator rapid access to gauge the tank. Gauging comprised: measuring the volume of liquid in the tank finding out if water is present and, if so, measuring the height of the oil/water boundary sampling the material in the tank. determining the temperature of the liquid in the tank. The gauge hatch can be weighted so that it will work as a backup pressure or pressure-vacuum relief device to complement the primary pressure-vacuum valve. Fig 3 Typical gauge hatch Standards for the manual gauging of petroleum and its products are contained in the API Manual of Petroleum Measurement Standards (3). 2.2Filling or pumping operations Routine tank filling and pumping will affect the vapour space in a fixed-roof tank. Removing product from the tank draws air into the vapour space, creating a hazard. During the holding period prior to refilling the tank, evaporative breathing losses are increased because of the larger volume of the vapor space. Adding product to the tank, increasing the volume of liquid, displaces the the mixture of air and product vapour via the tank vent, causing significant evaporative emissions. 2.3Gas blanketing systems If the vapour pressure of the product in the tank is low (below 10kPa), it is safe practice to use a freely ventilated fixed-roof tank. For production tanks or other applications where the vapour pressure of the incoming liquid is usually higher than atmospheric pressure at usual ambient temperatures, a gas blanketing system is needed to maintain positive tank pressure and minimise the risk of air being sucked into the tank vapour space. At times when there is no inflow of product, the tank breathing process could, by itself, lead to air being drawn into the tank through the pressure-vacuum valve, forming a potentially explosive mixture. A gas blanketing system needs a supply of natural gas and a pressure regulator that works to keep the tank pressure at the desired level. When the ambient temperatures increase causing the pressure inside the tank rise, the regulator closes. If pressure continues to rise, the pressure vent opens to relieve the internal pressure in the tank by venting vapours (blanket gas plus product vapour) to the atmosphere or to some vapour recovery process. A vacuum relief valve must still be used to protect the tank against a vacuum forming if the gas blanketing system should fail. 2.4Fire Exposure Out breathing, caused by exposure to fire, may exceed the design venting rate based on normal operating conditions. If that happens, the tank’s construction details determine whether additional venting is needed. On fixed-roof tanks, where the roof-shell attachment is constructed according to API Standard 650 (1), the roof-to-shell joint may be considered frangible, so that excessive internal pressure may cause it to fail before failure occurs in either the tank-shell joints or in the shell-to-bottom joint. In tanks built in this way, there is no need for addition emergency venting systems, as long as the tank is well away from other equipment and the loss of the roof in an emergency is acceptable. On tanks that do not have frangible joints, design procedures are given in API Standard 2000 (4) for calculating the necessary venting capacity for fire exposure. 2.5Containment Basin Fixed roof tanks are constructed insida a containment basin made of brick or concrete and with a lining that should be impervious to the liquid being stored to prevent spills that can cause fire, property damage or environmental contamination. The minimum capacity of the basin should equal the capacity of the largest tank plus 10% of the combined total capacity of any others. To contain a spill or to prevent some other emergency the basin walls must be able to withstand high pressures and also be resistant to the stored product. The basin drain valve is put into the outer side of the containment basin and must normally be kept closed to prevent possible leakage of any contaminant into the environment.